Bilingual daycares in the Netherlands: an analysis of the implementation of bilingual input and underlying ideologies

Figures & data

Table 1. Overview of forms of bilingual education.

Type	Organization	Target audience	Aim	Language status
Monolingual	Immersion in majority language, no place for home languages	Language minority students	Monolingualism (in majority language)	Home languages: low Majority language: high
Prestigious weak	Mainstream education with L2- classes	Language majority students	Limited bilingualism	Both languages: high prestige
Prestigious strong	One person-one language approach	Language majority students	Bilingualism	Both languages: high prestige
Translanguaging	No restrictions on language use	Language minority and majority students	Dynamic bilingualism	All languages have equal status (neither high, nor low)

Table 2. Overview of children's language background.

Organization (and # of respondents)	Language policy	Dutch only	English + other	Other	Dutch+English	Dutch, English + other	Dutch + other	English only
A (34)	OPOL	0%	44%	21%	9%	21%	3%	3%
B (9)	OPOL	0%	22%	0%	33%	22%	22%	0%
C (14)	OPOL	0%	29%	21%	14%	14%	21%	0%
D (19)	OPOL	37%	11%	21%	5%	21%	5%	0%
E (63)	OPOL	38%	8%	16%	14	6%	13%	5%
F (54)	OPOL	22%	17%	22%	15%	9%	7%	7%
G (10)	One speaks Dutch, other both Dutch and English	0%	30%	20%	40%	0%	10%	0%
H (11)	Sandwich method	64%	9%	0%	0%	18%	9%	0%
I (9)	Benny's Playground	67%	0%	0%	11%	11%	11%	0%
J (10)	Groove.Me	80%	0%	0%	0%	20%	0%	0%
TOTAL (233)		28%	18%	16%	13%	12%	10%	3%

Figure 1. Overview of audience's educational background.

Table 3. Parents’ reasons for choosing bilingual daycare (n = 236).

Did not choose for this daycare for its bilingual input	30%
Preserving heritage/reflecting family situation	19%
(Second) language learning at a young age	10%
(Cognitive) development	7%
Importance of English	7%
Educational experiences	6%
Integrating in country of residence	5%
Possibility of international move	4%
Becoming bilingual/biliteral	4%
Culture and diversity	3%
Future and career opportunities	3%
Other	2%

Table 4. Parents’ reasons for wanting their children to learn English (n = 208).

Language of the family	24%
Future career and education opportunities	20%
World language	19%
Facilitating communication with others	14%
Possibility of international move	13%
Other	7%
Not specified	4%

Table 5. Parents’ reasons for wanting their children to learn Dutch (n = 236).

Language of country of residence	46%
Language of the family	33%
Facilitating communication with others	5%
Future career and education opportunities	5%
Not specified	6%
Other	6%

Data availability

The data that support the findings of this study are available from the corresponding author, [D.K.], upon reasonable request.